PanSIG 2025

Using pre-task peer assessment to improve performance

18 May 2025, 12:30

25m

BLDG 8/1F-111 (Kanda University of International Studies (神田外語大学))

Practice-oriented Oral Face-to-face presentation Task-Based Learning B8-111 SAT: Teacher Development & Critical Thinking; SUN: ICLE & TBLT

Speaker

Marcos Benevides (J. F. Oberlin University)

KEYWORDS

task-based
assessment
project-based
TBLT

ABSTRACT

This presentation demonstrates how guided assessment of peer work, when done as a pre-task activity, can lead to learners' improved understanding of task objectives, and therefore to better outcomes in their own task performances. The process is similar to rater-reliability training that is used for calibrating inter-rater scores; for example, as is common practice prior to grading formalized interview or writing tests. This method can guide both learners and teachers to prioritize meaning above forms practice in task-based and project-based learning, and aids lesson planning and assessment. The instructional sequence as presented uses Moodle's "Feedback" function, which allows for completion tracking; therefore, students cannot submit their own work until they have finished assessing and discussing a number of previously submitted peer samples. However, other platforms can also be used; for example, Google Forms can be set up to share samples and gather scores instead of Moodle. Samples to be presented include written tasks such as essays and reports, and video-based oral tasks such as how-to instructions and movie reviews. The assessment rubric used is based on modified CEFR descriptors, and follows Kuiken & Vedder's (2022) model of Functional Adequacy as a guiding principle.